Donald Moore, Consultant, Association of California State University Professors

Douglas Patiño, Vice Chancellor, University Advancement

Richard West, Senior Vice Chancellor, Business and Finance

Johnetta Anderson, Technical Assistant, Chancellors Office

Andrea Cullins, Staff Assistant - Budget, Academic Senate CSU

Deborah Hennessy, Executive Director, Academic Senate CSU

José Lopez, Clerical Assistant, Academic Senate CSU

Margaret Price, Staff Assistant - Documents, Academic Senate CSU

ANNOUNCEMENTS AND REPORTS

Announcement of Times Certain

Thursday, January 23, 1997

10:30 a.m. Richard West, Senior Vice Chancellor, Business and Finance

11:30 a.m. Martha Fallgatter, Chair, Board of Trustees

2:00 p.m. Committee of the Whole: Discussion of Baccalaureate

Friday, January 24, 1997

9:15 a.m. Barry Munitz, Chancellor

* * * * *

Standing Committee Reports:

Academic Affairs Committee Chair Paul Spear reported that in addition to the three items for action on today's agenda, the Committee discussed a number of issues. First, regarding the ITS Initiatives in "Distributed Teaching and Learning", the Committee recommended to CLRIT that projects initially be sought for technologically-mediated remedial math programs, for academic and professional (training) courses that would otherwise be unavailable on the campus (e.g., foreign language, information competency), and for enhancement of science lab experiences where technology is integrated with the laboratory and does not replace hands-on experiences. We specifically did not recommend "core" courses believing they are best taught in situations where "face-to-face" interaction and experiences occur, and given the central place in departmental curricula and approaches to their disciplines, local campus policies and solutions are best suited to deal with these courses.

Discussions are ongoing on the Strategic Plan for CSU Libraries, funding for Inter Library Borrowing Services (ILBS), and information access for distance learners in a virtual environment. Discussions are also continuing on the CSU Admissions Pattern (VPA, second year of lab science; and second year of social science). The Committee decided to review the Sonoma State Admissions Experiment since it was extended for an additional three-year period by the Admissions Advisory Council.

Faculty Affairs Committee Chair Allison Heisch reported that: the committee reviewed those topics which seem to deserve the bulk of our attention for the remainder of this academic year.

1. Now that we have completed a second round of the Professional Salary Step Increase process, the committee expressed a desire that there now be some review of the goals and objectives of this program, and an assessment of the degree to which the present system has (or has not) met these goals and objectives. As a result, the committee has prepared a resolution to be brought before the Senate calling for such a review.

2. However, noting that contract negotiations between the CSU and CFA will begin very soon, the committee felt it important that the Senate act to provide some input to the process regarding modifications to the PSSI program. Therefore a resolution was drafted calling on the CSU Academic Senate to immediately form a Task Force to collect and summarize suggestions for such revisions.

3. There was discussion of the CSU-CUNY document on Productivity, which, while there were still some reservations, was viewed by the committee as a great improvement over previous drafts, including that received by the Senate last May, and, as a result, the committee has drafted a resolution thanking those who developed the statement, and commending it as an important basis for further consideration of faculty productivity.

4. We are continuing our examination of faculty flow, and in particular the role of part-time faculty in the CSU, and are working closely with the committee chaired by Frank Medeiros which is also examining this topic.

5. The issue of threats, and actual violence, directed at faculty is of great concern to the committee, and we will collect information on this topic before deciding on a course of action.

6. The committees involvement in the Academic Conference was looked at.

7. The committee will continue to study the issues raised by attacks on tenure.

8. There was brief discussion of the controversy around ROTC on the Sacramento and other campuses.

Fiscal and Governmental Affairs Committee Chair Cristy Jensen reported that: the committee met with Richard West, Senior Vice Chancellor for Budget and Finance, to discuss the 1997-98 Governors Budget as it related to the CSU and higher education in general. As a result of that discussion, we identified a number of budget-related issues we want to pursue on Legislative Days including student aid policy and needs for reform, K-3 teacher preparation issues, deferred maintenance, and the salary compensation gap. We also expressed our strong interest and expectation of being involved late this spring in the formulation of policy choices for the preparation of the 1998-99 budget year.

Planning for Legislative Days March 4 continued. Academic Senators are invited to the Alumnis Legislative Days reception on the evening of March 3, with our legislative days activities beginning on Tuesday the 4th. We plan to visit the leadership offices (both higher ed committee and legislative leadership as well as meet with groups of staff and representatives of the Governors Office). Senators participating will meet briefly during the Academic Conference in Monterey with Karen Yelverton, Director of State Policy and receive "talking points" and issue briefs from committee members.

We continued work on the Campus Budget Process Survey, finalizing a questionnaire which will be sent to all campus senate chairs, chairs of budget committees, provost, and student body presidents, and CFA presidents. This data along with a systematic collection of campus policies will permit us to identify six to eight campuses for extensive follow-up interviews.

The committee is beginning a review of the 1997-98 Lottery Budget Proposals and Proposed legislation (AB 54-Murray; Domestic Partners) which will continue in March.

Committee on Teacher Education and K-12 Relations Chair Dorothy Keane reported that her committee held a discussion of the AA resolution AS-2353 on Content Standards in English and Mathematics for High School Graduates -- Task forces have held open meetings; Dick Williams will get data from David Jolly on attendance at these meetings. They also had a discussion of AA-1352 on Math competencies of entering college students.

TEKR will amend to include reference to teacher preparation and CSU responsibilities.

Five courses are being designed by teams of six to seven CSU faculty. Courses will be on videotape with textbooks required and student cohorts will be at remote reception sites; courses are to be reviewed by other CSU faculty. Students will be able to take courses from campus of choice, i.e., those campuses who agree to accept the courses. Target group are emergency permit teachers, though any credential candidate may choose this option.

Bill Wilson and Cheryl Lampe provided the committee with an update of the review of credentialing requirements. Each of the diverse routes to certificate should have university

involvement. Bill Wilson will send D. Keane the complete draft as soon as he is told he can release it.

Bill Wilson provided the committee with a report of the California Department of Education and the Commission on Teacher Credentialing task force on standards for entry level teachers. CTC has approved these statements. TEKR will introduce a resolution in support (this plenary).

Cheryl Lampe reported on a major bilingual teacher recruitment effort in California. The API report on Liberal Studies (LS) programs was discussed. TEKR will meet with Chuck Lindahl at next meeting to give him the committees reactions to the document.

Educational Technology Clearinghouse Chair Gary Hammerstrom reported that the committee met recently and reviewed the work of the several committees and task forces on technology.

ACTION

Chair Highsmith asked for a motion to move into Committee of the Whole for Discussion of Baccalaureate: Senator Spear moved (Goldwhite seconded). Motion carried.

Then at the appropriate time, Senator DuFault moved (Thobaben seconded) out of Committee of the Whole. Motion carried.

APPROVAL OF MINUTES: Senator McIntire moved (Williams seconded) approval of the minutes of January 23-24, 1997. The minutes were approved.

APPROVAL OF AGENDA: Senator Marshall moved (Navari seconded) approval of the agenda. The agenda was approved.

AS-2352-96/AA STATEMENT ON COMPETENCIES IN MATHEMATICS

SECOND READING EXPECTED OF ENTERING COLLEGE STUDENTS

RESOLVED: That the Academic Senate of the California State University approve and adopt the Statement on Competencies in Mathematics Expected of Entering College Students as drafted by the Committee to Revise the Statement on Competencies in Mathematics Expected of Entering Freshmen, a committee created by the Intersegmental Committee of the Academic Senates of the California Community Colleges, The California State University, and the University of California; and be it further

RESOLVED: That the Academic Senate CSU commend the Intersegmental Committee of the Academic Senates for including in its membership representatives from K-12 and the Department of Education; and be it further

RESOLVED: That the Academic Senate CSU applaud the Committee to Revise the Statement on Competencies in Mathematics Expected of Entering Freshmen for its efforts to open the lines of communication between the four segments as they worked together on the drafting of this statement; and be it further

RESOLVED: That the Academic Senate CSU pledge to maintain these open lines of communication, and to continue to work with our colleagues in K-12 during the implementation of the statement of expectations of entering freshmen; and be it further

RESOLVED: That the Academic Senate CSU recognize the task facing teachers and schools in implementing the expectations in Statement on Competencies in Mathematics Expected of Entering Freshmen and the importance of the role of The California State University in the preparation of those teachers; and be it further

RESOLVED: That the Academic Senate CSU encourage campus senates to give this document wide distribution and enter into the necessary dialogue that will influence assessment of the understanding of mathematics by incoming CSU students.

RATIONALE: The Statement of Competencies in Mathematics Expected of Entering College Students was drafted with full participation of the CSU, UC, CCC, K-12, and the Department of Education. The statement, which is in agreement with the Content Standards in English and Mathematics for High School Graduates, makes a strong case for a balance between basic skills, problem solving, and conceptual understanding, in the teaching of precollegiate mathematics. The Committee to Revise the Statement on Competencies in Mathematics Expected of Entering College Students stressed the importance of additional study in mathematics when they stated,

"For proper preparation for baccalaureate level course work, all students should be enrolled in a mathematics course in every semester of high school. It is particularly important that students take mathematics courses in their senior year of high school, even if they have completed three years of college preparatory mathematics by the end of their junior year. Experience has shown that students who take a hiatus from the study of mathematics in high school are very often unprepared for courses of a quantitative nature in college and are unable to continue in these courses without remediation in mathematics."

Senators Williams and Keane requested consent to make the following change: to add an additional Resolved clause (#5) to read, "That the Academic Senate CSU recognize the task facing teachers and schools in implementing the expectations in the Statement on Competencies in Mathematics Expected of Entering College Students and the importance of the role of The California State University in the preparation of those teachers." There were no objections.

AS-2352-96/AA motion carried unanimously.

AS-2353-96/AA SUPPORT FOR THE REPORT ON CONTENT

SECOND READING STANDARDS IN MATHEMATICS FOR HIGH SCHOOL

GRADUATES

RESOLVED: That the Academic Senate of the California State University endorse the report of the Task Force on Mathematics Graduation Standards (sponsored by the California Education Round Table) entitled Content Standards in Mathematics for High School Graduates; and be it further

RESOLVED: That the Academic Senate CSU urge the Chancellor to work with the California Education Round Table to ensure the implementation of the report on the Content Standards in Mathematics for High School Graduates; and be it further

RESOLVED: That the Academic Senate CSU commend the Task Force on Mathematics Graduation Standards for its cooperative spirit involving the four segments of education (UC, CSU, CCC and K-12) as well as representatives from the community and for the development of the report, Content Standards in Mathematics for High School Graduates.

RATIONALE: The California Education Round Table (CERT), composed of leaders of leaders of education in California, has called for a consensus on standards of knowledge and skill in English and mathematics which all students should demonstrate by the time they have completed their secondary education. Toward that end, CERT, acting through the Intersegmental Coordinating Committee, appointed two task forces considered to be representative of the interests of parents, the community, business, teachers, administrators, and faculty members from higher education. The task forces were charged with presenting standards for high school graduation. CERT anticipates that implementation of these standards will reduce or eliminate the need for remedial instruction in English and mathematics in both the workplace and in post-secondary education.

Although the goal of the Task Force on Mathematics Graduation Standards was to develop standards expected for all graduates from high school, they did delineate between these standards and those that are expected of college-bound students. Indeed, college-bound students will take additional college preparatory courses in mathematics. College-bound students will be expected to perform at a higher level, i.e., "have greater facility and fluency with the basic techniques of mathematics, a deeper understanding of the underlying concepts and the logical reasoning that is central to mathematics." (p. 8)

AS-2353-96/AA motion carried unanimously.

AS-2354-97/AA SUPPORT FOR THE CONTENT STANDARDS IN

ACTION ENGLISH FOR HIGH SCHOOL GRADUATES

RESOLVED: That the Academic Senate of the California State University endorse the Introduction and English Content Standards as presented in the report, Content Standards in English and Mathematics for High School Graduates (February 1997, pp. 43-61); and be it further

RESOLVED: That the Academic Senate CSU commend the Task Force on English Graduation Standards for its cooperative spirit and its involvement of representatives from the four segments of California education as well as community representatives and for developing the Content Standards in English for High School Graduates; and be it further

RESOLVED: That the Academic Senate CSU understand that "Samples of Student Work and Commentary to Accompany the Content Standards in English" (pp.62-86) are intended solely as illustrative and not as approved assessment instruments for use by the forthcoming California Education Round Table committee to develop performance standards (p. 45), and is concerned that the forthcoming performance standards committee should be sensitive to the cultural implications of both the student samples and the commentary on them; and be it further

RESOLVED: That the Academic Senate CSU emphasize the conclusion of the Task Force that "Ensuring that students are able to meet these higher content standards will require a substantial commitment from all those associated with education" (p. 48), and will especially require substantial resource commitments from the level of the Governor and Legislature on down, and urge the forthcoming performance standard committee to specify the resource implications of their recommendations.

RATIONALE: The California Education Round Table (CERT), composed of leaders of education in California, has called for a consensus on standards of knowledge and skill in English and mathematics which all students should demonstrate by the time they have completed their secondary education. Toward that end, CERT, acting through the Intersegmental Coordinating Committee, appointed two task forces considered to be representative of the interests of parents, the community, business, teachers, administrators, and faculty members from higher education. The task forces were charged with presenting standards for high school graduation. CERT anticipates that the implementation of these standards will reduce or eliminate the need for remedial instruction in English, both in the workplace and in post-secondary education. Further, the high school graduation standards in English are proposed as meeting college and university entrance requirements in that subject.

The Academic Senate CSU recognizes there is a serious problem in California regarding the readiness of high school graduates to undertake college-level work in English. Recent data indicate that between 42 and 48 percent of all entering CSU freshmen, and between 37 and 43 percent of all regularly admitted CSU freshmen, are not prepared for instruction in college-level English. The development of consistent high school graduation standards in English represents an important step in addressing this situation.

The Academic Senate CSU is concerned that the forthcoming performance standards committee should be sensitive to the cultural implications of both the student samples and the commentary on them. In "Samples of Student Work and Commentary to Accompany the Content Standards in English" (pp. 62-86), for example, the commentary on Student Work Sample #14 (p. 86) includes the statement that the "student writes with a personal, nonlinear style that reflects the culture and style of speaking and writing in the students native language," which could be interpreted as stating that the Mexican culture and/or the Spanish language are inherently personal and nonlinear. By contrast, the commentary on Student Work Sample #9 (p.76) provides a more culturally sensitive analysis of a work by a student whose primary language is also Spanish.

On behalf of the Academic Affairs Committee, Chair Paul Spear moved (Kaiser seconded) the resolution.

AS-2354-97/AA motion carried without dissent.

AS-2355-97/FA EVALUATION OF PERFORMANCE SALARY

FIRST READING/ STEP INCREASE PROGRAM

WAIVER

RESOLVED: That the Academic Senate of the California State University seek funding to evaluate the Performance Salary Step Increase Program; and be it further

RESOLVED: That the Academic Senate CSU ensure that the evaluation of the Performance Salary Step Increase Program be carried out by an independent evaluator selected by the Academic Senate CSU and the results be given to the Chancellor, the California Faculty Association and the Academic Senate for policy considerations.

RATIONALE: The PSSI program is one of the most controversial policies implemented in the CSU in recent years. The reasons given for implementing the program include: providing incentives for better performance, rewarding outstanding work, encouraging faculty to be more involved and work harder, and increasing productivity and accountability.

It is imperative that such a far-reaching policy be evaluated: did it reach its goals or not; what are the consequences (intended and unintended); to what extent has the policy helped or hindered the CSU in achieving its mission and goals?

On behalf of the Faculty Affairs Committee, Chair Allison Heisch moved (Buck seconded) the resolution.

Senator Heisch moved (Marshall seconded) to waive the rules to take action on the resolution at the present meeting. Motion carried.

Senator Pasternack moved (Kaiser seconded) to strike the word "independent" in the first line of the first Resolved clause and to insert "to have an assessment of" after "funding."

Senator Kaiser moved (Pincu seconded) an amendment to add to the second Resolved clause "and that the results be given to the Chancellor and to the Academic Senate for policy considerations." Senator Spear suggested that CFA should be added to the list receiving the results. There were no objections.

Senator Navari moved (Jensen seconded) to postpone item 4 until after item 5 on the agenda. Motion failed.

Senator Keane moved (McNeil seconded) to delete from the title "Independent Assessment" and replace with "Evaluation" and to add "Program" at the end; to delete from the first Resolved clause "have an assessment of" and replace with "evaluate"; to delete "awards" and replace with "Program"; to replace in the second Resolved clause "assessment " with "evaluate."

Senator Cherny moved (Charnofsky seconded) to strike from the first Resolved clause the words "impact" and "on faculty performance, productivity, morale and accountability." The amendment carried.

The Keane amendment, as amended by the Cherny amendment, carried.

Senator Franklin moved (George seconded) to amend by beginning the second Resolved clause with "That the Academic Senate CSU ensure that the evaluation of the Performance Salary Step Increase Program"; and add after "evaluator," "selected by the Academic Senate CSU."

Senator Buck moved (Flores seconded) to close debate. The motion carried.

The Keane amendment failed.

The Franklin amendment carried.

AS-2355-97/FA motion carried.

AS-2356-97/FA MERIT PAY TASK FORCE

SECOND READING

RESOLVED: That the Academic Senate of the California State University immediately set up a Merit Pay Task Force to develop alternative merit pay systems.

RATIONALE: It is clear that there will be merit pay in the CSU. It is also clear that the current program will not change unless a constructive alternative is put forth. This task force will develop constructive alternatives in cooperation with all parties.

On behalf of the Faculty Affairs Committee, Chair Heisch moved (Marshall seconded) the resolution.

Senator Navari moved (Pincu seconded) to waive the rules to take action on the resolution at the present meeting. Motion failed.

AS-2357-97/FA FACULTY PRODUCTIVITY DOCUMENT

SECOND READING

RESOLVED: That the Academic Senate of the California State University commend those who have labored to produce the January 1997 version of the document, Public Higher Education and Productivity: A Faculty Voice; and be it further

RESOLVED: That the Academic Senate CSU recommend the attached paper, Public Higher Education and Productivity: A Faculty Voice, as an important basis for any further discussion of productivity and related issues.

RATIONALE: The issue of productivity is a crucial one for faculty and for higher education. The paper, Public Higher Education and Productivity: A Faculty Voice, is the result of joint work of members of the Senates and unions of the California State University and the State University of New York, as well as open discussions between senate members and faculty of both systems. This new version of the paper also incorporates components of the paper, "Faculty Productivity and Accountability," a document produced by the Faculty Affairs Committee of the Academic Senate CSU, and received by that body in May 1996, and elements of a more recent paper, "The New Productivity Paradigm," circulated and discussed within the Faculty Affairs Committee of the CSU Senate in Fall 1996.

On behalf of the Faculty Affairs Committee, Chair Heisch moved (Kegley seconded) the resolution.

AS-2358-97/TEKR SUPPORT FOR THE CALIFORNIA STANDARDS FOR

SECOND READING THE TEACHING PROFESSION RECOMMENDED BY

THE FRAMEWORK TASKFORCE AND APPROVED BY

THE COMMISSION ON TEACHER CREDENTIALING

RESOLVED: That the Academic Senate of the California State University commend the California Department of Education, the Commission on Teacher Credentialing and the Taskforce that developed the California Standards for the Teaching Profession; and be it further

RESOLVED: That the Academic Senate CSU support the California Standards for the Teaching Profession; and be it further

RESOLVED: That the Academic Senate CSU urge campus senates to distribute the California Standards for the Teaching Profession to their campus community for use as a valuable vehicle for discussions of teaching and learning.

RATIONALE: We believe this document which "provides a common language and a vision of the scope and complexity of teaching by which all teachers can define and develop their practice" contains valuable information on engaging and supporting all students in learning, on designing learning experiences for students and on assessment of learning. Although the standards were developed for teachers of K-12, they can be a valuable resource for discussion and implementation on our campuses.

On behalf of the Committee on Teacher Education and K-12 Relations, Senator Williams moved (Moore seconded) the resolution.

* * * * *

The Chair declared the meeting adjourned at 2:15 p.m. on Friday, January 24, 1997.